The paper reviews the literature on assessment of gifted minority students, focusing first on the importance of appropriate assessment methods, and then on research on specific approaches used to identify gifted Black, Hispanic (mainly Mexican-American), Asian/Pacific, and American Indian students. A discussion section cites five common elements in the research (use of intelligence tests with reduced bias, tests of creativity that have been shown to be unbiased for minorities, objective checklists, standardized achievement tests, and teacher rating scales). Only one paper mentioned leadership ability in gifted assessment and no reports tried to assess giftedness in terms of visual performance, arts ability, or psychomotor ability. It is concluded that awareness of problems in traditional assessment methods that penalize minorities and a broadening of the concept of giftedness are needed to assist in the stimulation, identification, and actualization of gifted students. (CL)